I see it a lot-- people recommending “noise canceling headphones” and either getting bamboozled into purchasing a product that is not what they’re looking for, or dropping fat stacks of cash on a set of headphones that their client doesn’t need (and will probably just be inconvenienced by).
I hope to bring to your attention to some multicultural issues that exist within the speech language pathologist membership demographic of the American Speech Language Hearing Association (ASHA), provide you with information on programs available to all ASHA members, and share ways you can become more involved in your community.
This is a transcript of the interview by Edward Taub and Gitendra Uswatte, who are researching constraint-induced aphasia therapy.. The audio version of the interview can be found at approximately 35 minutes into Episode 2 (5/2) of the podcast.
Speech Science co-founders Lucas Steuber and Ivan Campos had the opportunity to interview Mike Skiados, CAE, Director, Membership., for the American Speech-Language Hearing Association and a powerful advocate for the growth of the field. In this inaugural episode of our podcast, he was kind enough to speak at length about his role, the organization's plans for promoting diversity, and overall strategic initiatives for the coming year.
"I’ve been thinking a lot recently about the importance of creating and using materials that are specific to the interests of the kids that I serve. With that in mind, I decided that the next step wasn’t to keep repurposing materials that may or may not still be engaging or culturally relevant for our kids. Instead, I decided to ask them what they would want to do if they could make a game. The first answer that I got, of course, was a blank stare.
Lifers are different. They are the students that the SLP is not offering a skilled service to. In the school system, a student must meet a few predetermined levels, one being an adverse affect on their grades and that direct services from an SLP would be significantly different than the teaching in the classroom.
Given the ever expanding role of the SLP in the district, there needs to be a solid push to move to the workload model. The push must come from families of students and the professionals themselves. SLPs are expected to serve a widening population. We must do this and provide the students with the amount of therapy that is to be determined by their need, not by the amount of students on the caseload.
Typically they were reserved for low-income students or students with disabilities. The voucher or scholarship is good for what the state would have paid for the student to attend his or her home district. If the state gives your district $7,000 per year then you would get the $7,000 to use for education at a location of your choice.
Within the wide range of techniques we SLPs carry in our speech-language toolboxes, the use of recasts is one we pull out frequently. In fact, it’s a tool that many SLPs, parents, and teachers often use intuitively and with ease when interacting with young children. But how valuable, exactly, is the use of recasting? What research guides the use of this technique in practice? And when do we need to use something more than recasts to help language grow? Recent research provides some clues to help us to answer these questions.